LSE Digest 1 August July 2015

Transcription

1 LSE Digest 1 August July 2015

2 Contents Report of the Chairman of the Court of Governors 3 Report of the Director of the School 4 Report of the Directors 5 Compendium of Information for Honours 22 Honorary Fellows and Graduates 23 Retiring Academic Office Holders 23 Obituary 24 Staff on the LSE payroll as at 1st January Directorate 25 Academic Departments 25 Research Centres and Institutes 41 Central Administration 46 Degrees Awarded in July Degrees Awarded in Autumn PhD Awards 126 Scholarships and Prizes 129 6th version, revised 7 November 2017 LSE Digest I 1 I

3 I 2 I LSE Digest 14-15

4 Report of the Chairman of the Court of Governors I am delighted to have been appointed Chairman of the LSE. It would be a privilege at any time to be associated with such a prestigious educational establishment, but these are especially exciting times, as the School celebrates the 120th anniversary of its foundation. I am committed to ensuring that during my tenure the School remains focused and ambitious in its commitment to its core mission, delivering world- class teaching, research and public engagement. I am exceedingly grateful to my predecessor, Peter Sutherland, for his dedicated service to the School as Chairman, and trust that he remains a friend to us following his retirement, and despite his extensive and prestigious portfolio of continuing responsibilities. Since taking up my role in February, I have instituted a full-scale review of governance, to ensure that everyone within and outside the School community understands and respects the workings of the institution. As the higher education sector comes under increasing scrutiny, and students rightly demand value for money, it is more important than ever that we are confident in the structures and processes which support the School s core outputs of teaching, research and public engagement. Meanwhile, the School is concentrating on the priority actions arising from its Strategic Review. In December 2014, superb results of the Research Excellence Framework the system by which the Higher Education Funding Council for England (HEFCE), on behalf of all the UK s higher education funding councils, assesses the quality of research in publicly funded UK higher education institutions justified the investments made in research and in recruiting highquality academics. Hearty thanks and congratulations should go to all academics whose work was so highly rated, and to those within the central administration who I know worked so hard on the School s submission. The School s academic portfolio continues to develop. Thanks to the generosity and vision of Paul Marshall and Thomas Hughes-Hallett, the School has received 30m to establish the Marshall Institute for Philanthropy and Social Entrepreneurship. We also continue to promote interdisciplinary studies through the creation of the International Inequalities Institute and the further development of the Institute of Global Affairs. Work has begun on the major project to redevelop the Centre Buildings. It will inevitably mean disruption on campus during the works, and the student experience of LSE during this time may be somewhat strange as a result. However, the project embodies the commitment of the School to providing a first class campus with facilities commensurate with its standing and its ambition to lead in teaching and learning, and my thanks go to all those in the Estates Division and other areas of the School who have worked so hard on it so far, including on the mitigation of the effects of the construction work. As ever, the School has put on an enviable programme of public lectures and events, and among other illustrious speakers we welcomed this year were Sergio Mattarella, President of Italy; Nicola Sturgeon, First Minister of Scotland; Kaushik Basu, Senior Vice President and Chief Economist of the World Bank, and LSE alumnus; Joyce Banda, former President of Malawi; Minouche Shafik, Deputy Governor of the Bank of England, and LSE alumna; Professor Muhammed Yunus, economist, founder of the Grameen Bank, Nobel Laureate, and LSE Honorary Graduate; Julia Gillard, former Prime Minister of Australia; and Professor Robert J Shiller, economist and Nobel Laureate. There is much more that could be celebrated about LSE in the past year, but I must close by offering sincere thanks to my colleagues on the LSE Council for their welcome and support since I took up office. Special thanks to those whose terms of office have come to an end: Tim Frost, Lay Member; and Mahatir Pasha, Student Governor. I am pleased to welcome new members in Dr Susan Liautaud, who joins as second Vice- Chair, and John Hughes, Lay Member, and look forward to working with all colleagues in and beyond Council in the coming year. Lord Myners Chairman of Court and Council LSE Digest I 3 I

5 Report of the Director of the School At the top of our agenda for the coming year and more long term is our vision to improve substantially the quality of our educational programmes including the overall student experience, and to develop opportunities for the brightest students regardless of their background. This is central to the School s finances, because student fees are our major revenue source. While our research continues to lead the world, we saw a drop in LSE s student satisfaction rating in the latest National Student Survey (NSS), released in August The challenge to us is to build our research excellence into our teaching at all levels, raising the quality of education we provide to match our academics research. We intend to address this challenge head on and have prioritised teaching and the student experience in our Strategic Plan. I am also pleased to report that LSE has confirmed its position as a world-leading research university, with an outstanding performance in the 2014 Research Excellence Framework (REF). An analysis of the results showed LSE at the top, or close to the top, of a number of rankings of research quality. It is the top university in the UK based on the proportion of world leading (4*) research produced and the top university in its social science disciplines. It is also ranked as the top university in the UK for research quality and the top university for impact in its social science disciplines. These are outstanding results, which show that LSE continues to be a leader in research across a significant number of social science and humanities disciplines. As I write, LSE has also just been ranked second in the world for social sciences for the third consecutive year, according to the latest global university league table. The QS World University Rankings for also sees LSE jumping 36 places from 71st to 35th in the overall ratings and retaining its number one position in the UK for social science, ahead of Oxford and Cambridge. This is an outstanding result for the School, its staff and our students. It reflects both LSE s longstanding leadership in global social science and its continued creativity. In other exciting news for LSE, a transformative gift of 30m from philanthropist Paul Marshall will enable LSE to establish the Marshall Institute for Philanthropy and Social Entrepreneurship. The Institute will be dedicated to improving the impact, effectiveness and appeal of philanthropy and social entrepreneurship. The gift, the largest private donation in LSE s history, will support both the programme and its facilities. The Institute will become a leading centre of expertise in the field of philanthropy and social enterprise, providing research, teaching and a collaborative forum to enable current and future leaders in the field to use research-based knowledge that addresses social issues, advances public and private enterprise, informs citizenship, and puts philanthropic funding to best use. Professor Craig Calhoun Director LSE s Centre Building Redevelopment is now underway and will create a state-of-the-art, flexible and highly sustainable academic and teaching building, designed by renowned architects Rogers Stirk Harbour + Partners. Demolition commenced at the end of the Summer term 2015 and the project will be completed in This is in addition to our recent purchase of 44 Lincoln s Inn Fields, which will be vacant from We are exploring options for its development and can look forward to a transformed campus. I 4 I LSE Digest 14-15

6 Report of the Directors The following report incorporates a strategic report containing a review of the group s business and a description of the principal risks and uncertainties facing the group. Our mission LSE was founded in 1895 to create and share knowledge addressing major social challenges and to shape a better world. The School works through research, education, creative intellectual debate and public engagement. Our mission is to advance knowledge in the social sciences and a range of related fields so as to inform public policy, economic decisionmaking, and social welfare both nationally and globally. This means nurturing creative thought and intellectual exploration and educating students from all backgrounds and around the world to be critical thinkers and skilled professionals who work for the betterment of society. Our aims Staff. Achieve faculty excellence by promoting distinction in scholarship, teaching and research to raise our quality, productivity, and creativity. Teaching. Provide outstanding education by constantly renewing and improving our teaching programmes and the student experience to give all LSE students a deeper intellectual understanding of their subjects, as well as helping to prepare them for careers and citizenship in a complex world. Students. Recruit extraordinary students from all backgrounds with the greatest ability, motivation, and potential to benefit from LSE teaching and research. Campus. Provide an inclusive and stimulating environment, for all students and staff, and actively promote and embrace the rich diversity of our people and worldviews. International reach. Provide international leadership in research, teaching, and public engagement, by bringing together experts from around the world to advance the global debate and to impact on social, political and economic policy. Real world approach. Focus distinctively on social science related issues, bringing the best social science knowledge and new intellectual perspectives together from across disciplines to address the world s biggest challenges. Our Plan In order to pursue our distinctive mission and continue to enhance our position as the leading, globally recognised, academic centre of excellence in the social sciences we will: Substantially improve the quality of our educational programmes including the overall student experience, and develop opportunities for the brightest students regardless of their background. Strengthen our commitment to equity, diversity and inclusion and take relevant action throughout the institution. Continually improve faculty quality, research performance and intellectual innovation and enhance the quality of our Professional Services staff. Lead and to be recognised in leading in international, interdisciplinary, and issue-oriented social science. Enhance and diversify our revenue streams. Secure an estate and other facilities commensurate with our standing and aspirations. The goal of this strategy is clear: to enable LSE to thrive and to show in the future the brilliance it has exhibited in the past, to achieve the highest intellectual quality, and to contribute to society. Business review and principal activities The principal activities of the School in the year under review were higher education, research and related activities. Related activities include consultancy, conferences, public lectures, the provision of catering and accommodation services and the publication of academic journals. Financial overview For the financial year ending 31 July 2015 the School achieved a surplus of income over expenditure of 16.8m, equivalent to 5.6 per cent of turnover. Although this was lower than the previous year, that LSE Digest I 5 I

7 Report of the Directors saw a surplus of 18.1m (6.5 per cent of turnover), it was consistent with our plans. Income and operating expenses (before interest and depreciation) grew at similar rates: the fall in surplus is attributable to the full year impact of depreciation on new buildings and a full year of additional borrowing costs. A combination of strong student recruitment, a significant and sustained contribution from ancillary activities and strong financial management have delivered substantial surpluses in recent years and continues this pattern. Over the past five years, the School achieved an average annual surplus of 8.4 per cent, generating 111.4m surplus. In June 2015 the School s governing body, Council, approved a Financial Plan that targets a surplus of 5 per cent of total income, something we have achieved every year for the past 13 years. Although this is a relatively blunt measure and does not fully recognise the importance of operating cash movements or the impact of the new higher education Statement of Recommended Practice (SORP), it provides a clear planning framework for a sustainable operation, able to support capital and infrastructure investment and fund loan repayments. The School s ambition is to be and remain a world leader in research and teaching in the social sciences, so the generation of sustainable surpluses is essential to provide the flexibility necessary to invest in the new academic initiatives that this ambition requires. This year has seen a number of the School s recent investments deliver tangible results: for example, the substantial investment in faculty in the run up to the Research Excellence Framework (REF) contributed to our sector leading position in the recent REF assessment. In October 2014 the multi-award winning Saw Swee Hock Student Centre opened and this financial year ended with the first visible signs of work to redevelop the Centre Building site, a 123.5m investment. Our ambition to create an estate commensurate with the School s international academic standing and compete with other world class higher educational institutions will continue to take shape as we launch an architectural competition for a design for the new bespoke academic building we plan on the 44 Lincoln s Inn Fields site. We will pay for this development with the proceeds from our private debt placement and the landmark gift of 30.0m from Paul Marshall. Summary Financial Statement Change m m m % Funding Council grants % Tuition fees % Research grants % Other income % Endowment and investment income % Total income % Staff costs % Other operating expenses % Total operating expenses % Operating surplus before interest % costs and depreciation Less: Depreciation % Interest payable % Balance of income for reinvestment (surplus) (1.3) -7.0% As a percentage of income 5.6% 6.5% I 6 I LSE Digest 14-15

8 Report of the Directors Income Total income grew by 7.3 per cent ( , 6.4 per cent). Tuition fee income increased by 8.7 per cent and represented 55.6 per cent of total income compared to 54.9 per cent in reflecting the impact of the withdrawal of public funding for home and EU undergraduates between 2012 and 2014 and increased home/eu undergraduate fees. From the School has charged its new Home/EU undergraduates the 9,000 fee that has been the norm amongst the rest of the Russell Group of research intensive universities since After allowing for the impact of inflation and bursaries, this increase nonetheless resulted in a real terms decline in this element of our income. The School is committed to ensuring the best students are able to study at LSE irrespective of financial circumstances, so it is pleasing to report the total awarded in bursaries and other awards rose by 13.5 per cent in to 17.7m ( m). This is amongst the best levels of support offered in the UK but it will be a significant multi-year task to develop philanthropic support to enable us to offer true needs blind admission and close the gap between student loans and grants and living costs for all students. Income 299.6m Expenditure( 282.8m) and surplus for reinvestment ( 16.8m) 299.6m The School is recognised by the Economic and Social Research Council as a Doctoral Training Centre (DTC) saw the fourth cohort enter, setting a steady state of 131 funded students. Including the new arrivals to the DTC, the School had over 65 per cent of its PhD students fully funded. This funding included a maintenance grant and fees paid from School resources or through external sources such as the Research Councils or philanthropic support. Funding Council grants The School receives HEFCE (Higher Education Funding Council for England) grants for teaching, research and capital projects. In total, grant income fell by 6.6 per cent; however, our recurrent teaching grants fell by 10.9 per cent as support for undergraduates is phased out. This was offset by other non-recurrent grants such as the Higher Education Innovation Fund (HEIF), which rose by 42.2 per cent. The largest part of the School s grant was research related: our Quality Related (QR)grant was 16.6m, 18 per cent of our academic department expenditure. It is interesting to note that the School is a net contributor to public funds. During , we received 42.3m in HEFCE grants, Research Council funding and other government funding but through PAYE, national insurance and VAT we paid out 54.0m to government. LSE Digest I 7 I

9 Report of the Directors Students in Full time students Student numbers have grown steadily over the past few years. Full time students in Full time students by continent in I 8 I LSE Digest 14-15

10 Report of the Directors The School recruited 9,560 full time students in compared with 9,392 in , current plans are for modest growth to 10,000 full time students over the next few years. When the Centre Building redevelopment is complete, further growth towards 11,000 full time students is planned but the precise mix of additional students has not yet been determined. We are fortunate to be doing this against a background of strong demand for our courses. Most recently, for the 2015 entry we had 11.8 applicants per place at undergraduate level and 4.7 applicants per place at the taught postgraduate level. From the session, the School will be moving to a new structure of two 11-week teaching terms followed by a seven-week Summer Term. In addition to the benefits this will offer our full time students, this change will enable us to offer a third summer school and satisfy some of the unmet demand for places on these programme. Part time students In recent years, the School has developed a substantial portfolio of teaching activities beyond the traditional 1-3 year full time course model. The executive masters programmes, summer schools and programmes run through the University of London International Programme enrolled 44,000 students. Executive master s programmes LSE offers a range of executive master s programmes for mid-career to senior level professionals. The programmes benefit from the School s broad academic community and exceptional links externally with policy practitioners. The current portfolio covers behavioural science, diplomacy, management, finance, health economics, law, politics and the internationally recognised TRIUM MBA which is operated in partnership with NYU Stern and HEC Paris. These programmes attracted 580 students in , and we plan to increase the number of students and courses offered over the next few years. Summer Schools Amongst the most successful of our non-traditional educational activities is our London Summer School programme, which once again saw increased numbers for the two sessions, each of three weeks duration, that are held in July and August. With 5,176 attending this year, it is the largest university summer school in the UK and is enormously diverse, attracting students from 97 countries. The LSE Summer School means that the campus remains intensively used for a six week period during the summer, with strong demand for rooms in our residences. In addition to this, a separate Executive School is being developed and this year attracted 315 students. Two overseas schools also operated during , in Beijing and Cape Town with 375 students attending. International Programme Under a collaboration agreement, the School participates in the University of London International Programme, which sees our academic material taught under the University of London badge to some 22,000 students around the globe annually. This study leads to the award of a University of London degree via distance learning. The School plays an active role in the direction and quality assurance processes of the programmes in which it is involved. Research After a significant increase last year, Research income growth has flattened in The School continues to do well in attracting large-scale funding for research centres but has scope to grow its standard grants portfolio, something the research team will be targeting in the coming year. The School has been very successful under the EC Horizon 2020 programme, securing 20 new awards with a value of 10.0m. A gap between the end of the Framework Programme 7, which preceded it and new awards means that EU research income has fallen in so the full financial benefits from the EC Horizon success will not be recognised in the accounts until next financial year. We have also been successful in securing funding of 3.0m from Department for Business, Innovation and Skills for the Centre for Vocational Education Research (CVER) launched in March 2015 by Nick Boles MP, Minister of State for Skills and Equalities. LSE Digest I 9 I

11 Report of the Directors The School s investment in the Research Excellence Framework (REF) 2014 was rewarded with outstanding results. LSE was placed at the top, or close to the top, of a number of rankings of research quality. The School is: Top university based on the proportion of world leading (4*) research produced. Top university in its social science disciplines, whether using a GPA or the percentage of research receiving the top 4* grade as a measure. Second in the UK overall when universities are ranked using a grade point average (GPA). Second (joint) when universities are ranked according to the percentage of research receiving either a 4* or 3* (internationally excellent) grade. This was the first occasion where research assessment has taken account of the impact of universities research on public life, as well as its quality. Using these specific measures, LSE is: Top university in the UK for research quality both when using an average score or using the percentage of output receiving the top 4* grade. Top university for impact in its social science disciplines, whether judged on GPA or the proportion of research impact awarded 4*. As a result, the School will receive 18.6m in Quality Related (QR) funding from HEFCE for , a 12.1 per cent increase. Other Income The School derives significant value from its academic reputation and resources, via a number of additional activities such as the operation of student residences and catering, and consultancy activities. As well as attracting staff and students, these activities make a valuable contribution to the financial health of the School. LSE Enterprise Limited The School is keen to apply the social science expertise of LSE academics to researching and resolving issues across as wide a range of policy, social and business areas as possible, and where appropriate to do this on a commercial basis. The company manages consultancy projects and delivers customised executive education programmes. to clients from all over the world. During m was paid to the School through Gift Aid, 1.8m as a contribution to the School s general reserves and 0.2m earmarked for further investment in research. The International Growth Centre Other Income includes 6.3m ( m) and Research Grants and Contracts includes 1.3m related to the School s International Growth Centre (IGC) partnership with the Department for International Development (DfID). This partnership promotes sustainable growth in developing countries by providing demand-led policy advice and research. In total, the 51m investment by DfID over four years has enabled the School to establish 15 in-country programmes in 14 countries (Bangladesh, Ethiopia, Ghana, India (Bihar state and Central), Liberia, Mozambique, Myanmar, Pakistan, Rwanda, Sierra Leone, South Sudan, Uganda, Tanzania and Zambia) as well as 10 research programmes spanning topics such as trade, agriculture, macroeconomics and human capital. Residences With over 4,000 bed spaces in 12 halls of residence and in University of London halls, the School is able to offer a guaranteed place to all first year undergraduate students and, unlike the numerous commercial providers of student accommodation in London, we can offer 31 week contracts to undergraduate students making our residences far more affordable. We are able to do this by generating income from operating many of our halls on a commercial basis during vacation periods. The offer of affordable accommodation to our students is central to our recruitment strategy and, through a partnership with Urbanest, we will provide 484 additional beds at Westminster Bridge from September We aim to add more places in the coming years through a combination of partnership agreements and, where affordable, developing our own halls. Endowment and investment income Endowment and Investment income consisted of investment income and capital gains generated from the School s surplus cash and our endowment funds. These funds are held in equity investment pools, term I 10 I LSE Digest 14-15

12 Report of the Directors deposits and bond portfolios with maturity profiles matched to our long-range cashflow projections. The Investment Sub-Committee of our Finance Committee oversees the asset allocation and investment strategy of these pools. The School is fortunate to be able to draw on the advice and expertise of a number of very experienced investment professionals who, along with academics and a Students Union representative, comprise the committee. The committee is supported by an external investment consultancy. Term deposits are held with banks regulated by the FCA or EEA with credit ratings of AA- or better. Our bond portfolios are managed by J P Morgan with the aim of protecting capital and delivering a reasonable return. In light of the timescales involved, low bond yields and construction cost inflation could present risks to the School s capital development plans. At the end of the School s endowment was valued at 112.9m, a 16.2 per cent increase over the financial year. During the School received 15.2m ( , 11.9m) in support from a combination of new donors and existing pledges, including the first tranche of Paul Marshall s gift of 30.0m. The School s endowments are invested in investment pools or, where the money was given for use in the near-term, it is held in money market deposits. In the overall investment return after fees was 7.5 per cent ( per cent) for Growth Portfolio assets, 6.7 per cent ( per cent) on the FER portfolio and 1.8 per cent on endowments held in cash. This produced an overall return of 6.5 per cent ( , 4.0 per cent). Expenditure Change m m m % Staff costs % Other operating % expenses Depreciation % Interest payable % Total expenditure % Total expenditure grew by 8.3 per cent ( per cent) with staff costs increasing by 6.9 per cent and other operating expenses by 8.7 per cent. There was no repeat of the staff cost increases seen in when significant investment was made in our new academic career structure and the recruitment of additional faculty ahead of the 2014 REF. Nevertheless, average staff pay rose by 1.5 per cent, in part a consequence of the competitive global market from which the School recruits. The depreciation charge increased following the inclusion of the Saw Swee Hock Student Centre which opened during the year and depreciation on IT equipment, an area where the School has been investing. Interest payable increased as it included the first full year of interest payments on the 125.0m of unsecured loan notes issued in November Balance sheet, liquidity and capital expenditure During the School s net assets grew by 6.3 per cent ( per cent) to 509.9m, an increase of 52.8m. The School s endowments grew by 15.7m net of expenditure; deferred grants, including the Paul Marshall capital gift, by 21.5m; and general reserves by 16.8m, from the operating activities of the School. m Redevelopment of Centre Buildings 6.8 (total project cost of 123.5m) Library and the Women s Library 3.3 Sardinia House refurbishment 2.6 Parish Hall refurbishment Kingsway refurbishment of leased space 1.2 Queen s House 3rd floor refurbishment of 1.2 leased space Other additions 0.9 Equipment 1.8 Total capital expenditure 19.1 The redevelopment of the Centre Buildings is now well underway and the demolition of three major buildings at the heart of the Houghton street campus, (East LSE Digest I 11 I

13 Report of the Directors Building, Clare Market and St Clements East) has started. This project will cost 123.5m, funded from School operating cash and the proceeds from the recently raised debt. While this is underway, the School will be working on plans for the redevelopment of the site at 44 Lincoln s Inn Fields. This building, currently the Cancer Research UK laboratories, was acquired in 2013 and, when vacated by CRUK in 2017, will offer the opportunity to construct a purpose-built teaching and research facility at the heart of our campus. Our location in the centre of London presents challenges when acquiring and developing the estate. Aside from high purchase prices, planning permission can be difficult to secure and require compromise on the design and competitive pressures and limited site access inflate build costs and key sites can become available at short notice. Nevertheless, the School has been successful in building a coherent estate and we remain ready to respond as and when important opportunities, that offer us value, present themselves. The School s governing body continues to review the School s liquidity on a regular basis and is comfortable that there is ample capacity for increased borrowing in the medium term. Cash flow m School cash and bank deposits at 1 August I & E surplus before transfer to endowment 16.8 Adjustments for non-cash movements 8.0 included in surplus Adjustments for changes in working capital 3.2 Other 0.4 Decrease in prepaid fees -0.4 Capital grant receipts 6.4 Net inc. before capital investment & financing 34.4 Capital expenditure Loan repayments -1.8 Net School cash movement 13.5 School cash at 31 July Day to day operations generated a net cash inflow of 34.4m compared with 36.3m in During the year, surplus cash held to fund capital projects was transferred to a bond portfolio that has maturities aligned with our projected capital expenditures. Financial sustainability and going concern At its meeting in June 2015 the Council reviewed the School s forecast financial position and approved a 10- year Financial Plan to 2024 which provides a strategic financial framework for the School. Each term, Finance Committee (a standing committee of the Council) review the current year position and an updated Financial Plan, and report to Council. The Financial Plan sets a multi-year plan for the overall income and expenditure of the School: it is explicit recognition that key revenue streams such as tuition fees, student recruitment and faculty recruitment take place over a two to three year period and estates investments require a four to five year planning horizon. The Plan reflects a strategy of targeting a surplus equivalent to 5 per cent of total income, something that has been achieved for the last 13 years and incorporates management s plans to address strategic risks. School-wide budgets are determined by the Finance Committee in accordance with the Financial Plan and any proposals for increases in agreed budgets to support expenditure or investment to take forward our strategic plans will require approval by the Finance Committee. If these investments and their quantified benefits cannot be accommodated within the overall Financial Plan, they will require Council to approve a change to the Plan. Capital budgets are determined by the Finance Committee as part of the Financial Plan with any items in excess of 1.0m requiring individual Council approval. Budgets for academic departments are determined by recommendations to the Academic Planning and Resources Committee (APRC) that are informed by a programme of detailed five yearly reviews. Review proposals are considered each year as a package by the APRC, to be funded within the framework of the Financial Plan. Likewise, budgets for professional service areas are set by reference to the Financial Plan with resource distribution adjusted annually, if necessary, by the Budget Review Group. This group comprises members of the APRC, the Director s Management team and Finance Committee members I 12 I LSE Digest 14-15

14 Report of the Directors and it works to ensure service priorities align with overall strategy and academic requirements, always mindful that service area expenditure is an indirect cost that has to be recovered through academic endeavour. Alongside this, a programme of five year detailed reviews of professional service areas operates at both an organisational and thematic level to ensure services remain fit for purpose and for the future. The Audit Committee has reviewed and reported to Council on the management s assessment of strategic risks. The Director of the School has reported to each meeting of Council on major developments in higher education and issues facing the School. The Council has received reports on non-financial indicators, which are of significance to longer-term financial sustainability. With these processes and assurances, Council is satisfied that the School is operating in a financially sustainable manner and remains a going concern. Indicators of financial sustainability At its away-day in September 2015, Council, the School s governing body, received a range of financial and non-financial indicators to assure itself about the sustainability of the institution. These context statistics included both financial indicators similar to those used by HEFCE in risk evaluation and a wide range of non-financial indicators, including research quality, student demand and student satisfaction data, league table positions, philanthropic donations, staff retention and estates quality measures. The table overleaf summarises some of the School s actual and forecast financial metrics and other nonfinancial measures and compares them against the sector. The data indicates that the School is in a strong position on many measures; however, Council is mindful of the need to mirror the School s success in research across its teaching activities. Many departments deliver teaching to the standard that the School would aspire to, but that is not universal. The School will address this as a strategic priority during What is clear is that continued success depends on excellence in both teaching and research. The past successes of the School are undeniably impressive, academically and financially, but are no guarantee of future success and there is always the risk that either complacency or the chance of failure inhibits innovation to the longer-term detriment. To continue and build on past success will require innovation and investment, so a strong financial base and sound financial discipline that supports, while critically challenging and reviewing investments is a prerequisite. In this vein, we are investing in new interdisciplinary initiatives and in the Institute of Global Affairs and its associated centres, the International Institute for Inequalities and the Paul Marshall Institute for Philanthropy and Social Entrepreneurship began operations. They will all be seeking philanthropic and research partners to ensure the School s initial investment creates sustainable, interdisciplinary bodies that push the School forward in innovative ways. There are other risks to financial sustainability that the School is addressing as it develops its strategic thinking for the future. More than most institutions, LSE operates in an international context so many of our concerns are outward looking. We remain concerned that issues relating to the UK Border Agency and student visas will deter students and create additional barriers to recruiting the best faculty from overseas. We are acutely aware of increasingly strong overseas competition, and more locally, the emergence of private providers. In the run up to the 2014 REF census date, competition for staff was strong and although this trigger for competition has passed, we continue to face serious competition to recruit and retain our best faculty. Therefore, the challenge remains to ensure we have an effective reward policy to attract new talent and retain existing faculty, while ensuring long-term affordability. The School no longer receives significant public funding for teaching and, while tremendous success was achieved in the REF, there are no guarantees that the real value of research funding will be maintained in future years. Already, Research Council funding does not meet the full economic costs of conducting the research it funds. The School is addressing this through the LSE Digest I 13 I

15 Report of the Directors diversification of its revenue streams and more focused investment in fundraising. There is no reason why the School should not aim to achieve the levels of success in fundraising achieved by Oxford, Cambridge and some other UK universities. Finally, while steps have been taken by the trustees to improve the long-term sustainability of the USS pension scheme, we are concerned that what is now available to our faculty is not sufficiently flexible following recent changes to the taxation arrangements for pension schemes and the international profile of the School s faculty. League table measures International comparisons National comparisons Actual Actual Actual Actual Actual THE World University Rankings THE World Reputation Rankings QS World Rankings National Student Experience Poll National Student Survey (Q22) 81% 83% 88% 85% 84% The Times/Sunday Times University Guide Guardian University Guide Complete University Guide Research and teaching matters Actual Actual Actual Actual Actual Year to year growth in research grant income 0.3% 13.9% 4.6% -5.7% 0.9% Research grant and QR income per academic FTE ,299 76,567 75,439 78,137 (career track) Average fee income per full time student 14,856 14,086 13,359 11,792 10,901 Financial measures Historical cost surplus as a % of total income Staff costs as a % of total income Net liquidity/(total expenditure depreciation) / days External borrowing (on balance sheet) as a % of total income Discretionary reserves (excl. pension asset / (liability) as a % of total income Net cash flow as a % of total income Actual Actual Actual Actual Actual LSE Sector mean Upper quartile LSE Sector mean Upper quartile LSE Sector mean Upper quartile LSE Sector mean Upper quartile LSE Sector mean Upper quartile LSE Sector mean Upper quartile I 14 I LSE Digest 14-15

16 Report of the Directors Estate measures Actual Actual Actual Actual Actual Income per square metre (income excluding Residences. 2,127 1,975 1,861 1,896 1,639 Space: based on gross internal area) Academic estate Category A 27% 21% 12% 13% 11% Category B 48% 43% 52% 47% 51% Category C 25% 36% 36% 40% 38% Public benefit We have reviewed the activities of the School for the year with regard to obligations under section four of the Charities Act 2011 and the Charity Commission s guidance on public benefit. In this section, we set out some of the many ways in which the School delivers public benefit. The objectives of the School are set out in our Memorandum and Articles of Association. The public benefit objectives include education and research, but the School s ambitions go significantly beyond the intrinsic benefits of those activities. Since its foundation, LSE has sought to apply teaching and research to improve society, and that goal remains unchanged today, except that the School s global reach is greater than ever. Our beneficiaries The beneficiaries of LSE activities include students who benefit from their education at LSE, academia as a whole which benefits from research, and broader society which benefits from both, with well-educated graduates contributing to academia, the professions, public service, commerce and industry, and society in many fields, and our research influencing public policy for the good of society. Widening participation and raising aspiration At LSE we believe that all school and college students should have the opportunity to go on to higher education regardless of their background, and that it is our social responsibility to encourage and support them in exploring their options and making decisions about their future. We have always sought to recruit the best students, irrespective of socio-economic background, though we recognise that limited endowment funding constrains our ability to offer needs blind admission to overseas students. LSE works with schools and colleges in the UK and offers a range of activities aimed at pupils, their teachers/advisors, and adult learners. These programmes are free for schools and colleges, being fully funded by LSE and through the generous support of private donors. These initiatives include the following: Visits to schools and colleges LSE works with schools and colleges in order to provide bespoke sessions to raise awareness of higher education, to raise aspirations and motivate students. Popular topics include: thinking about and choosing your university; the UCAS application process; student finance and budgeting; student life; applying to and studying at LSE; and personal statement workshops. LSE Choice LSE s flagship widening participation enrichment programme for students in Years 12 and 13. Held at LSE s Campus, this programme works intensively with a cohort of up to 180 students each year to provide stretching academic input and the tools for successful application to LSE and other Russell Group universities. Moving On aims to ease pupils transition from primary to secondary school by showing that change happens throughout life and can be a positive experience. It also serves as an opportunity to familiarise young people with higher education. It includes activities to promote independence and resilience, takes in a campus tour and culminates in a graduation ceremony. Student tutoring LSE students work in schools, under the supervision of teachers, to help pupils with their academic work. Tutoring usually involves LSE students tutoring for approximately an hour per week at a school or college for a nine-week period, working with pupils on a one-to-one or small group basis. The scheme benefits both the school children (in Years 6 to LSE Digest I 15 I

17 Report of the Directors 12) and our undergraduate and postgraduate students who gain important work experience and take part in a valuable community programme. Other examples of our outreach work with schools and colleges, most of which are supported by current LSE students working with staff, include: The LSE Mentoring Scheme aims inter alia to help mentees to improve their performance in key stage assessments and at GCSE and A Level Introduction to Social Sciences a one-day programme aimed at Year 8 pupils to support their GCSE choices Promoting Potential the Programme, comprising a three-day Spring School and two further top-up days, provides opportunities for African-Caribbean boys from state secondary schools to learn about the range of subjects available to them at university. The programme also allows participants to develop key skills including research, networking and debating The Black Achievement Conference held during Black History Month, this event for pupils in Years and their parents/carers highlights some of the positive achievements in the black community. It focuses on inspiring children to aim high and make informed choices to reach their potential when planning for their future Aiming for a College Education (ACE) and ACE High Days preparing for university life Year 11 Summer School a social sciences Summer School providing students with the opportunity to experience some of the subjects available at LSE including Economics, History, Sociology, Government and Law Pathways to Law (London), delivered in partnership with University College London, The Legal Education Foundation (formerly The College of Law) and The Sutton Trust Alison Wetherfield Law Programme now into its second year, this law programme comprises specialist law master classes and a national conference for students in Years 12 and 13 The Politics Conference BSc Management Taster Day Student shadowing Open days Public lectures Advising the Advisors Conference (information and guidance for teachers) Routes into Languages LSE FOCUS a newsletter for schools and colleges; and an Alum first-hand advice from graduates on what to expect at LSE and where an LSE education might lead Financial support LSE is committed to ensuring that students from all social and economic backgrounds continue to apply to the School and that no-one is deterred from doing so because of financial considerations. Tuition fees are top-sliced to provide a generous scholarships budget with schemes in place to fund undergraduates and postgraduates. The School s Access Agreement for 2015 continues to build on past success, committing half of the additional fee income created by the introduction of variable fees (for UK and other EU undergraduates) in 2006, to be used for undergraduate bursaries, outreach and oncourse support. The bursaries are available for all students in receipt of a full or partial maintenance grant and do not have to be repaid. Overseas undergraduates and taught postgraduates from all backgrounds are able to access additional School schemes, which provide awards with a range of values assessed on need. There is a separate extensive scheme for PhD students. In addition, the School has a range of scholarships funded by external donors and foundations, which again support study at all levels. On-course financial help is available, in the form of the School s Student Support Fund. This fund was spent in full in , owing to the School s ongoing commitment to support PhD students in their writingup period, and to its deployment in cases previously served by the Government s Access to Learning Scheme. I 16 I LSE Digest 14-15

18 Report of the Directors Public Events The School s location in central London and our close links with Westminster, Whitehall and the City help to maintain our reputation as the place where the world comes to debate. Everyone is welcome to attend LSE s public events, where some of the most influential figures in the social sciences and public life can be heard. LSE s Public Events programme includes lectures, debates, discussions and concerts. In order to maximise the opportunity for those outside of London and overseas to benefit from the programme, many were also made available online by video or podcast, with debate being sustained through social networking and syndication via sites such as Twitter, Facebook, RSS, Atom, itunesu, Soundcloud, YouTube, etc. In , there were 11.4 million views of the School s rich media offerings via video and audio podcasts. Arts and LSE s 120th anniversary LSE has an open campus in the heart of London, generously furnished with an interesting range of sculptures and installations for all to enjoy. Access to LSE s public art was enhanced in by the sculptures inclusion in StatueFindr, an app providing a guide to public works of art in Westminster. The School provides a range of other art and entertainment programmes which are free of charge and open to all. These include exhibitions, music concerts, online photographic galleries, and our popular annual Space for Thought Literary Festival, which this year attracted speakers including award-winning authors Elif Shafak, Will Self and Ali Smith, as well as Palestinian writer and human rights activist Raja Shehadeh, prominent philosopher John Gray and best-selling classicist Tom Holland. LSE opened its doors to students for the first time on 10 October The LSE 120th anniversary programme aims to raise awareness of the School s history and heritage among students, staff, alumni and the general public. Anniversary activities include an online history timeline and in-depth blog articles, a pop up history exhibition at LSE events and campus history tours. Volunteering The School has a strong tradition of social awareness and engaging with the wider community. LSE supports such efforts through its dedicated Volunteer Centre. In , the Centre saw a huge amount of interest from students who wanted to get involved in volunteering and our research shows that over 42 per cent of them do during their time at LSE. LSE students complete a range of roles including mentoring, campaigning, fundraising, marketing, research and many more. The Volunteer Centre has been able to help fund student-led projects, worked with over 350 charities to help them recruit volunteers, invited over 70 charities onto campus for volunteering fairs, panels and other events and host an event to celebrate the commitment of LSE students to volunteering and fundraising. Students feedback indicates that when they volunteer their skills improve, they are more likely to feel part of the university, and more likely to feel that they are making a difference in their communities. We are proud to be making a difference, both to the students and to those reached by their volunteering. Library LSE Library is one of the largest social sciences libraries in Europe, with designated status from Arts Council England, and unusually amongst university libraries, it is open to members of the public who need to use its collections. Over the past year, the Library has opened a new exhibitions gallery at the entrance to the building. This state-of-the-art facility includes a striking video wall and two specially made display cases, which give the capacity to present and interpret key items from our historic collections to the public. The inaugural exhibition in this space was on the theme, Campaigning: causes and connections, and enabled us to draw together material from a range of collections to examine common aspects of three of the most significant campaigning movements of the last 150 years: those for the vote, for peace, and for gay and women s liberation. We have also loaned items from the collections for exhibitions at other institutions including the National Portrait Gallery, the Hayward Gallery, the Design LSE Digest I 17 I